Publications by Core Members pursuing the scholarly aspects of teaching and learning, defined as Discipline-Based Education Research (DBER). These studies explore the impact of pedagogy (active learning, experiential learning), describe measurable outcomes related to curriculum development, and cross disciplinary boundaries within the teaching and research communities.

Comparing the Impact of Course-Based and Apprentice-Based Research Experiences in a Life Science Laboratory Curriculum. J. Microbiol. Biol. Educ. 16(2): 186–197. DOI: 10.1128/jmbe.v16i2.1045

Sanders ER and Hirsch AM (2014)

Immersing Undergraduate Students into Research on the Metagenomics of the Plant Rhizosphere: A Pedagogical Strategy to Engage Civic-mindedness and Retain Undergraduates in STEM. Front. Plant. Sci. 5: 157. DOI: 10.3389/fpls.2014.00157.

ShapiroJR and WilliamsAM (2012)

The Role of Stereotype Threats in Undermining Girls’ and Women’s Performance and Interest in STEM Fields. Sex Roles 66(3-4): 175–183. DOI 10.1007/s11199-011-0051-0

ATTENTION CORE MEMBERS: Please email CEILS staff a list of your publications (last 5 years).
Include a URL if the article is open-access so we can include a link to the publications as well.
Thanks!